A multimethod approach for cross-cultural training in an internal medicine residency program

Background: Cultural competence training in residency is important to improve learners’ confidence in cross-cultural encounters. Recognition of cultural diversity and avoidance of cultural stereotypes are essential for health care providers. Methods: We developed a multimethod approach for cross-cul...
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Gespeichert in:

Autor*in:	Lisa J. Staton [verfasserIn] Carlos Estrada [verfasserIn] Mukta Panda [verfasserIn] David Ortiz [verfasserIn] Donna Roddy [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2013

Schlagwörter:	cultural competence residency education community resources web-based curriculum racial disparities internal medicine

Übergeordnetes Werk:	In: Medical Education Online - Taylor & Francis Group, 2003, 18(2013), 0, Seite 6
Übergeordnetes Werk:	volume:18 ; year:2013 ; number:0 ; pages:6

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3402/meo.v18i0.20352

Katalog-ID:	DOAJ075242400

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allfields	10.3402/meo.v18i0.20352 doi (DE-627)DOAJ075242400 (DE-599)DOAJ5d240009819546e09bee8489b58be119 DE-627 ger DE-627 rakwb eng LC8-6691 R5-920 Lisa J. Staton verfasserin aut A multimethod approach for cross-cultural training in an internal medicine residency program 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background: Cultural competence training in residency is important to improve learners’ confidence in cross-cultural encounters. Recognition of cultural diversity and avoidance of cultural stereotypes are essential for health care providers. Methods: We developed a multimethod approach for cross-cultural training of Internal Medicine residents and evaluated participants’ preparedness for cultural encounters. The multimethod approach included (1) a conference series, (2) a webinar with a national expert, (3) small group sessions, (4) a multicultural social gathering, (5) a Grand Rounds presentation on cross-cultural training, and (6) an interactive, online case-based program. Results: The program had 35 participants, 28 of whom responded to the survey. Of those, 16 were white (62%), and residents comprised 71% of respondents (n=25). Following training, 89% of participants were more comfortable obtaining a social history. However, prior to the course only 27% were comfortable caring for patients who distrust the US system and 35% could identify religious beliefs and customs which impact care. Most (71%) believed that the training would help them give better care for patients from different cultures, and 63% felt more comfortable negotiating a treatment plan following the course. Conclusions: Multimethod training may improve learners’ confidence and comfort with cross-cultural encounters, as well as lay the foundation for ongoing learning. Follow-up is needed to assess whether residents’ perceived comfort will translate into improved patient outcomes. cultural competence residency education community resources web-based curriculum racial disparities internal medicine Special aspects of education Medicine (General) Carlos Estrada verfasserin aut Mukta Panda verfasserin aut David Ortiz verfasserin aut Donna Roddy verfasserin aut In Medical Education Online Taylor & Francis Group, 2003 18(2013), 0, Seite 6 (DE-627)332165809 (DE-600)2052877-2 10872981 nnns volume:18 year:2013 number:0 pages:6 https://doi.org/10.3402/meo.v18i0.20352 kostenfrei https://doaj.org/article/5d240009819546e09bee8489b58be119 kostenfrei http://med-ed-online.net/index.php/meo/article/download/20352/pdf_1 kostenfrei https://doaj.org/toc/1087-2981 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2111 GBV_ILN_2190 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2013 0 6
spelling	10.3402/meo.v18i0.20352 doi (DE-627)DOAJ075242400 (DE-599)DOAJ5d240009819546e09bee8489b58be119 DE-627 ger DE-627 rakwb eng LC8-6691 R5-920 Lisa J. Staton verfasserin aut A multimethod approach for cross-cultural training in an internal medicine residency program 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background: Cultural competence training in residency is important to improve learners’ confidence in cross-cultural encounters. Recognition of cultural diversity and avoidance of cultural stereotypes are essential for health care providers. Methods: We developed a multimethod approach for cross-cultural training of Internal Medicine residents and evaluated participants’ preparedness for cultural encounters. The multimethod approach included (1) a conference series, (2) a webinar with a national expert, (3) small group sessions, (4) a multicultural social gathering, (5) a Grand Rounds presentation on cross-cultural training, and (6) an interactive, online case-based program. Results: The program had 35 participants, 28 of whom responded to the survey. Of those, 16 were white (62%), and residents comprised 71% of respondents (n=25). Following training, 89% of participants were more comfortable obtaining a social history. However, prior to the course only 27% were comfortable caring for patients who distrust the US system and 35% could identify religious beliefs and customs which impact care. Most (71%) believed that the training would help them give better care for patients from different cultures, and 63% felt more comfortable negotiating a treatment plan following the course. Conclusions: Multimethod training may improve learners’ confidence and comfort with cross-cultural encounters, as well as lay the foundation for ongoing learning. Follow-up is needed to assess whether residents’ perceived comfort will translate into improved patient outcomes. cultural competence residency education community resources web-based curriculum racial disparities internal medicine Special aspects of education Medicine (General) Carlos Estrada verfasserin aut Mukta Panda verfasserin aut David Ortiz verfasserin aut Donna Roddy verfasserin aut In Medical Education Online Taylor & Francis Group, 2003 18(2013), 0, Seite 6 (DE-627)332165809 (DE-600)2052877-2 10872981 nnns volume:18 year:2013 number:0 pages:6 https://doi.org/10.3402/meo.v18i0.20352 kostenfrei https://doaj.org/article/5d240009819546e09bee8489b58be119 kostenfrei http://med-ed-online.net/index.php/meo/article/download/20352/pdf_1 kostenfrei https://doaj.org/toc/1087-2981 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2111 GBV_ILN_2190 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2013 0 6
allfields_unstemmed	10.3402/meo.v18i0.20352 doi (DE-627)DOAJ075242400 (DE-599)DOAJ5d240009819546e09bee8489b58be119 DE-627 ger DE-627 rakwb eng LC8-6691 R5-920 Lisa J. Staton verfasserin aut A multimethod approach for cross-cultural training in an internal medicine residency program 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background: Cultural competence training in residency is important to improve learners’ confidence in cross-cultural encounters. Recognition of cultural diversity and avoidance of cultural stereotypes are essential for health care providers. Methods: We developed a multimethod approach for cross-cultural training of Internal Medicine residents and evaluated participants’ preparedness for cultural encounters. The multimethod approach included (1) a conference series, (2) a webinar with a national expert, (3) small group sessions, (4) a multicultural social gathering, (5) a Grand Rounds presentation on cross-cultural training, and (6) an interactive, online case-based program. Results: The program had 35 participants, 28 of whom responded to the survey. Of those, 16 were white (62%), and residents comprised 71% of respondents (n=25). Following training, 89% of participants were more comfortable obtaining a social history. However, prior to the course only 27% were comfortable caring for patients who distrust the US system and 35% could identify religious beliefs and customs which impact care. Most (71%) believed that the training would help them give better care for patients from different cultures, and 63% felt more comfortable negotiating a treatment plan following the course. Conclusions: Multimethod training may improve learners’ confidence and comfort with cross-cultural encounters, as well as lay the foundation for ongoing learning. Follow-up is needed to assess whether residents’ perceived comfort will translate into improved patient outcomes. cultural competence residency education community resources web-based curriculum racial disparities internal medicine Special aspects of education Medicine (General) Carlos Estrada verfasserin aut Mukta Panda verfasserin aut David Ortiz verfasserin aut Donna Roddy verfasserin aut In Medical Education Online Taylor & Francis Group, 2003 18(2013), 0, Seite 6 (DE-627)332165809 (DE-600)2052877-2 10872981 nnns volume:18 year:2013 number:0 pages:6 https://doi.org/10.3402/meo.v18i0.20352 kostenfrei https://doaj.org/article/5d240009819546e09bee8489b58be119 kostenfrei http://med-ed-online.net/index.php/meo/article/download/20352/pdf_1 kostenfrei https://doaj.org/toc/1087-2981 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2111 GBV_ILN_2190 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2013 0 6
allfieldsGer	10.3402/meo.v18i0.20352 doi (DE-627)DOAJ075242400 (DE-599)DOAJ5d240009819546e09bee8489b58be119 DE-627 ger DE-627 rakwb eng LC8-6691 R5-920 Lisa J. Staton verfasserin aut A multimethod approach for cross-cultural training in an internal medicine residency program 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background: Cultural competence training in residency is important to improve learners’ confidence in cross-cultural encounters. Recognition of cultural diversity and avoidance of cultural stereotypes are essential for health care providers. Methods: We developed a multimethod approach for cross-cultural training of Internal Medicine residents and evaluated participants’ preparedness for cultural encounters. The multimethod approach included (1) a conference series, (2) a webinar with a national expert, (3) small group sessions, (4) a multicultural social gathering, (5) a Grand Rounds presentation on cross-cultural training, and (6) an interactive, online case-based program. Results: The program had 35 participants, 28 of whom responded to the survey. Of those, 16 were white (62%), and residents comprised 71% of respondents (n=25). Following training, 89% of participants were more comfortable obtaining a social history. However, prior to the course only 27% were comfortable caring for patients who distrust the US system and 35% could identify religious beliefs and customs which impact care. Most (71%) believed that the training would help them give better care for patients from different cultures, and 63% felt more comfortable negotiating a treatment plan following the course. Conclusions: Multimethod training may improve learners’ confidence and comfort with cross-cultural encounters, as well as lay the foundation for ongoing learning. Follow-up is needed to assess whether residents’ perceived comfort will translate into improved patient outcomes. cultural competence residency education community resources web-based curriculum racial disparities internal medicine Special aspects of education Medicine (General) Carlos Estrada verfasserin aut Mukta Panda verfasserin aut David Ortiz verfasserin aut Donna Roddy verfasserin aut In Medical Education Online Taylor & Francis Group, 2003 18(2013), 0, Seite 6 (DE-627)332165809 (DE-600)2052877-2 10872981 nnns volume:18 year:2013 number:0 pages:6 https://doi.org/10.3402/meo.v18i0.20352 kostenfrei https://doaj.org/article/5d240009819546e09bee8489b58be119 kostenfrei http://med-ed-online.net/index.php/meo/article/download/20352/pdf_1 kostenfrei https://doaj.org/toc/1087-2981 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2111 GBV_ILN_2190 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2013 0 6
allfieldsSound	10.3402/meo.v18i0.20352 doi (DE-627)DOAJ075242400 (DE-599)DOAJ5d240009819546e09bee8489b58be119 DE-627 ger DE-627 rakwb eng LC8-6691 R5-920 Lisa J. Staton verfasserin aut A multimethod approach for cross-cultural training in an internal medicine residency program 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background: Cultural competence training in residency is important to improve learners’ confidence in cross-cultural encounters. Recognition of cultural diversity and avoidance of cultural stereotypes are essential for health care providers. Methods: We developed a multimethod approach for cross-cultural training of Internal Medicine residents and evaluated participants’ preparedness for cultural encounters. The multimethod approach included (1) a conference series, (2) a webinar with a national expert, (3) small group sessions, (4) a multicultural social gathering, (5) a Grand Rounds presentation on cross-cultural training, and (6) an interactive, online case-based program. Results: The program had 35 participants, 28 of whom responded to the survey. Of those, 16 were white (62%), and residents comprised 71% of respondents (n=25). Following training, 89% of participants were more comfortable obtaining a social history. However, prior to the course only 27% were comfortable caring for patients who distrust the US system and 35% could identify religious beliefs and customs which impact care. Most (71%) believed that the training would help them give better care for patients from different cultures, and 63% felt more comfortable negotiating a treatment plan following the course. Conclusions: Multimethod training may improve learners’ confidence and comfort with cross-cultural encounters, as well as lay the foundation for ongoing learning. Follow-up is needed to assess whether residents’ perceived comfort will translate into improved patient outcomes. cultural competence residency education community resources web-based curriculum racial disparities internal medicine Special aspects of education Medicine (General) Carlos Estrada verfasserin aut Mukta Panda verfasserin aut David Ortiz verfasserin aut Donna Roddy verfasserin aut In Medical Education Online Taylor & Francis Group, 2003 18(2013), 0, Seite 6 (DE-627)332165809 (DE-600)2052877-2 10872981 nnns volume:18 year:2013 number:0 pages:6 https://doi.org/10.3402/meo.v18i0.20352 kostenfrei https://doaj.org/article/5d240009819546e09bee8489b58be119 kostenfrei http://med-ed-online.net/index.php/meo/article/download/20352/pdf_1 kostenfrei https://doaj.org/toc/1087-2981 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2111 GBV_ILN_2190 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2013 0 6
language	English
source	In Medical Education Online 18(2013), 0, Seite 6 volume:18 year:2013 number:0 pages:6
sourceStr	In Medical Education Online 18(2013), 0, Seite 6 volume:18 year:2013 number:0 pages:6
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	cultural competence residency education community resources web-based curriculum racial disparities internal medicine Special aspects of education Medicine (General)
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container_title	Medical Education Online
authorswithroles_txt_mv	Lisa J. Staton @@aut@@ Carlos Estrada @@aut@@ Mukta Panda @@aut@@ David Ortiz @@aut@@ Donna Roddy @@aut@@
publishDateDaySort_date	2013-01-01T00:00:00Z
hierarchy_top_id	332165809
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language_de	englisch
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callnumber-first	L - Education
author	Lisa J. Staton
spellingShingle	Lisa J. Staton misc LC8-6691 misc R5-920 misc cultural competence misc residency education misc community resources misc web-based curriculum misc racial disparities misc internal medicine misc Special aspects of education misc Medicine (General) A multimethod approach for cross-cultural training in an internal medicine residency program
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topic_title	LC8-6691 R5-920 A multimethod approach for cross-cultural training in an internal medicine residency program cultural competence residency education community resources web-based curriculum racial disparities internal medicine
topic	misc LC8-6691 misc R5-920 misc cultural competence misc residency education misc community resources misc web-based curriculum misc racial disparities misc internal medicine misc Special aspects of education misc Medicine (General)
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title	A multimethod approach for cross-cultural training in an internal medicine residency program
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title_full	A multimethod approach for cross-cultural training in an internal medicine residency program
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author_browse	Lisa J. Staton Carlos Estrada Mukta Panda David Ortiz Donna Roddy
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title_sort	multimethod approach for cross-cultural training in an internal medicine residency program
callnumber	LC8-6691
title_auth	A multimethod approach for cross-cultural training in an internal medicine residency program
abstract	Background: Cultural competence training in residency is important to improve learners’ confidence in cross-cultural encounters. Recognition of cultural diversity and avoidance of cultural stereotypes are essential for health care providers. Methods: We developed a multimethod approach for cross-cultural training of Internal Medicine residents and evaluated participants’ preparedness for cultural encounters. The multimethod approach included (1) a conference series, (2) a webinar with a national expert, (3) small group sessions, (4) a multicultural social gathering, (5) a Grand Rounds presentation on cross-cultural training, and (6) an interactive, online case-based program. Results: The program had 35 participants, 28 of whom responded to the survey. Of those, 16 were white (62%), and residents comprised 71% of respondents (n=25). Following training, 89% of participants were more comfortable obtaining a social history. However, prior to the course only 27% were comfortable caring for patients who distrust the US system and 35% could identify religious beliefs and customs which impact care. Most (71%) believed that the training would help them give better care for patients from different cultures, and 63% felt more comfortable negotiating a treatment plan following the course. Conclusions: Multimethod training may improve learners’ confidence and comfort with cross-cultural encounters, as well as lay the foundation for ongoing learning. Follow-up is needed to assess whether residents’ perceived comfort will translate into improved patient outcomes.
abstractGer	Background: Cultural competence training in residency is important to improve learners’ confidence in cross-cultural encounters. Recognition of cultural diversity and avoidance of cultural stereotypes are essential for health care providers. Methods: We developed a multimethod approach for cross-cultural training of Internal Medicine residents and evaluated participants’ preparedness for cultural encounters. The multimethod approach included (1) a conference series, (2) a webinar with a national expert, (3) small group sessions, (4) a multicultural social gathering, (5) a Grand Rounds presentation on cross-cultural training, and (6) an interactive, online case-based program. Results: The program had 35 participants, 28 of whom responded to the survey. Of those, 16 were white (62%), and residents comprised 71% of respondents (n=25). Following training, 89% of participants were more comfortable obtaining a social history. However, prior to the course only 27% were comfortable caring for patients who distrust the US system and 35% could identify religious beliefs and customs which impact care. Most (71%) believed that the training would help them give better care for patients from different cultures, and 63% felt more comfortable negotiating a treatment plan following the course. Conclusions: Multimethod training may improve learners’ confidence and comfort with cross-cultural encounters, as well as lay the foundation for ongoing learning. Follow-up is needed to assess whether residents’ perceived comfort will translate into improved patient outcomes.
abstract_unstemmed	Background: Cultural competence training in residency is important to improve learners’ confidence in cross-cultural encounters. Recognition of cultural diversity and avoidance of cultural stereotypes are essential for health care providers. Methods: We developed a multimethod approach for cross-cultural training of Internal Medicine residents and evaluated participants’ preparedness for cultural encounters. The multimethod approach included (1) a conference series, (2) a webinar with a national expert, (3) small group sessions, (4) a multicultural social gathering, (5) a Grand Rounds presentation on cross-cultural training, and (6) an interactive, online case-based program. Results: The program had 35 participants, 28 of whom responded to the survey. Of those, 16 were white (62%), and residents comprised 71% of respondents (n=25). Following training, 89% of participants were more comfortable obtaining a social history. However, prior to the course only 27% were comfortable caring for patients who distrust the US system and 35% could identify religious beliefs and customs which impact care. Most (71%) believed that the training would help them give better care for patients from different cultures, and 63% felt more comfortable negotiating a treatment plan following the course. Conclusions: Multimethod training may improve learners’ confidence and comfort with cross-cultural encounters, as well as lay the foundation for ongoing learning. Follow-up is needed to assess whether residents’ perceived comfort will translate into improved patient outcomes.
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title_short	A multimethod approach for cross-cultural training in an internal medicine residency program
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A multimethod approach for cross-cultural training in an internal medicine residency program

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